unit three getting to know you - pbworksaslone.pbworks.com/w/file/fetch/46528244/maskunit3h.pdf76...

Unit Three Objectives

• To expand ASL skills and topics of conversation

• To understand topic-comment structure

• To incorporate numbers into conversation

• To understand how ASL name signs are made

• To use possessive signs and deixis appropriately

• To talk about favorites

U N I T T H R E E

Getting to Know You

72

UNIT THREE • Getting to Know You

Unit Three Vocabulary

to Act, show . . . . . . . . . . .94Actor . . . . . . . . . . . . . . .94Address . . . . . . . . . . . . .99America . . . . . . . . . . . .78April . . . . . . . . . . . . . .104At (symbol) . . . . . . . . . .96Atlanta . . . . . . . . . . . . .82August . . . . . . . . . . . . .104Avenue . . . . . . . . . . . . .99Beach . . . . . . . . . . . . . .77Birthday (1-3) . . . . . . .103Black . . . . . . . . . . . . . . .93Blue . . . . . . . . . . . . . . . .93

to be Born in . . . . . . . . . . . . .75Boston . . . . . . . . . . . . . .82Boulevard . . . . . . . . . . .99Brown . . . . . . . . . . . . . .93Canada . . . . . . . . . . . . .78Car, to drive . . . . . . . . .94

to Celebrate . . . . . . . . . .105Chicago . . . . . . . . . . . . .82Christmas . . . . . . . . . .106City, town . . . . . . . . . . .82

to be Close to, near . . . . . . . .83to be Cloudy . . . . . . . . . . . . .110to be Cold . . . . . . . . . . . . . . .110

Color . . . . . . . . . . . . . . .93to Comment . . . . . . . . . . .89

to be Cool . . . . . . . . . . . . . . .110Court . . . . . . . . . . . . . . .99Dark . . . . . . . . . . . . . . .94December . . . . . . . . . .104Denver . . . . . . . . . . . . .81Depends . . . . . . . . . . .105Dot, period . . . . . . . . . .96Easter . . . . . . . . . . . . .106Eid . . . . . . . . . . . . . . . .106Email . . . . . . . . . . . . . . .96Fall . . . . . . . . . . . . . . .105

to be Far . . . . . . . . . . . . . . . . .83February . . . . . . . . . . .104

to be From . . . . . . . . . . . . . . .75Gray . . . . . . . . . . . . . . .93Green . . . . . . . . . . . . . .93

to Grow up . . . . . . . . . . . .75Halloween . . . . . . . . . .106Hanukkah . . . . . . . . . .106Here . . . . . . . . . . . . . . .75His, hers, its . . . . . . . . .92

to be Hot . . . . . . . . . . . . . . .110Houston . . . . . . . . . . . .82How many . . . . . . . . . .105Independence Day . . .106Inside . . . . . . . . . . . . .109Internet . . . . . . . . . . . . .96January . . . . . . . . . . . .104July . . . . . . . . . . . . . . .104June . . . . . . . . . . . . . . .104Kwanzaa . . . . . . . . . . .106Labor Day . . . . . . . . . .106Light . . . . . . . . . . . . . . .94

to Listen . . . . . . . . . . . . . .96to Live in . . . . . . . . . . . . . .75

Los Angeles . . . . . . . . .82March . . . . . . . . . . . . .104Martin Luther

King, Jr. Day . . . . . .106May . . . . . . . . . . . . . . .104Memorial Day . . . . . . .106Mexico . . . . . . . . . . . . .78Mickey Mouse . . . . . . .84Month . . . . . . . . . . . . .105Music . . . . . . . . . . . . . . .96Musician . . . . . . . . . . . .94My, mine . . . . . . . . . . . .92New Orleans . . . . . . . . .82New Year’s . . . . . . . . .106New York . . . . . . . . . . .79New . . . . . . . . . . . . . . .100November . . . . . . . . . .104Number . . . . . . . . . . . . .99Ocean . . . . . . . . . . . . . .77October . . . . . . . . . . . .104

to be Old . . . . . . . . . . . . . . . .100Orange . . . . . . . . . . . . .93Ours . . . . . . . . . . . . . . .92Outside . . . . . . . . . . . .109Page . . . . . . . . . . . . . . .96Pager . . . . . . . . . . . . . .100Passover . . . . . . . . . . .106Philadelphia . . . . . . . . .82Pink . . . . . . . . . . . . . . . .93Purple . . . . . . . . . . . . . .93

to Rain . . . . . . . . . . . . . . .110Ramadan . . . . . . . . . . .106Red . . . . . . . . . . . . . . . .93Road . . . . . . . . . . . . . . .99

to Rollerblade . . . . . . . . . .77

Salt Lake City . . . . . . . .82San Francisco . . . . . . . .82Season . . . . . . . . . . . . .105Seattle . . . . . . . . . . . . . .82September . . . . . . . . . .104

to Ski . . . . . . . . . . . . . . . . .77to Snow . . . . . . . . . . . . . .110

Spring . . . . . . . . . . . . .105St. Patrick’s Day . . . . .106Street (general) . . . . . .99Street (specific) . . . . . .99Summer . . . . . . . . . . . .105

to be Sunny . . . . . . . . . . . . .110Telephone . . . . . . . . . . .99Television . . . . . . . . . . .94Thanksgiving . . . . . . .106That way . . . . . . . . . . . .83Their, theirs . . . . . . . . .92Topic . . . . . . . . . . . . . . .89TTY . . . . . . . . . . . . . . .100United States . . . . . . . .78Valentine’s Day . . . . . .106Vacation . . . . . . . . . . . .73Veteran’s Day . . . . . . .106Videophone . . . . . . . . .100

to Visit . . . . . . . . . . . . . . . .77to be Warm . . . . . . . . . . . . . .110

Washington, D.C. . . . . .82to Watch . . . . . . . . . . . . . .94

Waves . . . . . . . . . . . . .110Weather (1-2) . . . . . . .109Web page . . . . . . . . . . .96White . . . . . . . . . . . . . . .93

to be Windy . . . . . . . . . . . . .110Winter . . . . . . . . . . . . .105Year . . . . . . . . . . . . . . .105Yellow . . . . . . . . . . . . . .93Your, yours . . . . . . . . . .92Yours (plural) . . . . . . . .9250 states & provinces

of Canada . . . . . .78–79

Key Phrases

Love-it . . . . . . . . . . . .94

Oh-I-see . . . . . . . . . . .76

73

Getting to Know You • UNIT THREE

Hi, I’m Kelly, from New York. Where are you from? On my vacations I love to travel and visitfriends and family. My favorite vacation spot is Hawaii because of the beautiful weather, theocean, and the beaches. There’s a lot to do over there! What do you do for fun? I hope wecan talk some more. Bye!

Where are you from?

Where are you from? Watch Kelly sign in full motion on your student DVD.

Vocabulary Where are you from?

A lot of During, on, in (Unit 6)To be beautiful, pretty (Unit 4)

Family (Unit 4) Fun (Unit 8)

To do, action, activity

VacationYou and me, we (Unit 4)

Other new vocabulary seen in the narrative is presented throughout Unit 3.

74


Where Do You Live?

As you socialize with Deaf people, you will be asked questions aboutyour background, especially if you are hearing and new to mostpeople. Deaf individuals will want to know where you are from, whyyou are learning ASL, and whether you have other Deaf friends orfamily. Your company will be more valued if you make the effort toask questions in ASL as well as responding to those asked of you.

Where are you from? Watch Sean and Kelly talk about their backgrounds on your student DVD.

Dialogue TranslationSean: Hi! Where are you from?

Kelly: I was born in Ohio. Now I

live in Utah. What about you?

Sean: I was born and grew up in

Maine.

Kelly: Oh, I see. I want to go there!

75


1 Where are you from? Ask a partner these questions abouthis or her background using the example as a model. Whendone, switch roles and repeat the exercise.

2 Comprehension. Watch Where are you from? on your student DVD and answer the questionsbelow in complete ASL sentences.

3 Dialogue. Create a dialogue with a partner about a Deaf and a hearing person meeting for the firsttime. What will they talk about?

Vocabulary

Classroom Exercise

To be born in To grow upTo be from Here To live in

A

Background Signs

1. Where were you born?

2. Where do you live?

3. Where did you grow up?

4. Where are you from?

1. Where is Kelly from?

2. Where did Sean grow up?

3. Who is from Ohio?

4. Where was Kelly born?

5. Does Kelly live in Utah?

6. Does Sean want to go to Maine?

FYI Don’t worry aboutthe past tense. Just use the vocabulary you know. You’ll learnhow the past tense works in Unit 6.

Where wereyou born?

I was born in Houston,Texas

76


Classroom Exercise B1 Interviews. Work in groups and find out back-

ground information about each member. Useoh-I-see to show you understand what isbeing signed. You will share the informationlearned with the rest of the class.

2 Sharing information. Use the clues providedto introduce each person. Refer to the map onpage 78 for the signs of states, provinces, andcountries.

Oh-I-see is an ASLexpression that conveys comprehen-sion, sympathy, andconcern, similar tosounds like huh,

hmm, oh, aha, and Isee. It is often usedin conversation.

Name: Rachel Born: Massachusetts Moved to New Hampshire Goes to school in New Hampshire

Name: Jeff Born: Canada Works in: Quebec Is hearing Wants to live in: Hawaii

Name: Ryan Born: Texas Grew up: Texas Is learning ASL Likes going to the beach

Name: Sam Lives in: Washington Grew up: Montana Is Deaf Likes to rollerblade

Name: DanBorn: Georgia Grew up: Mississippi Wants to live in Florida Likes to water ski

Name: EmileeBorn: OklahomaIs DeafEnjoys playing sportsWants to visit Alaska

Name: AundreaBorn: CaliforniaWorks on the weekends Knows ASL Likes to ski, go to the ocean

Name: GaryBorn: New Jersey Grew up: New York Doesn’t like sports Can’t ski

1

3

5

7

2

4

6

8

EXPRESSIONC

OR

NE

R

Oh-I-See

77


Vocabulary Interests

Classroom Exercise C1 Non-manual signals. Sign each sentence in ASL, using either the Question-Maker or WH-Face as

needed.

2 Conversation. You and a Deaf friend are chatting at a party. Sign the first sentence to a partner, whowill respond using oh-I-see and the given information. When done, switch roles and repeat.

To rollerblade To ski To visitOceanBeach

1. Is he from New York?

2. Where were you born?

3. Who lives in Texas?

4. Where do you want to go?

5. Can we go to the beach on

Saturday?

I don’t like

to ski. I

like to

rollerblade.

Do you

want to

rollerblade

Friday

afternoon?

Where?

I want to visit

Hawaii. I was

born and grew

up in Oklahoma.

Where does

he/she live?

1

2

3

IDAHO

NEV

NM

UTAH

WY

BC

SASK

Arizona

California Colorado

Idaho

Montana

Nevada

New Mexico

Mexico

Oregon

Utah

Washington

Wyoming

British Columbia

AlbertaSaskatchewan

78


Vocabulary States & Provinces

America

Alaska

Hawaii

Mexico

California

Oregon

Colorado

Arizona

Washington Alberta

Montana

Canada

United States

Other Canadian provinces to be fingerspelled are:Newfoundland – NFLDNorthwest Territories

– NWTNova Scotia – NSNunavut – NVTPrince Edward Island

– PEIYukon – Yukon

WASHINGTON+DC

North DakotaND

South DakotaSD

CONN

DEL

MD

MASS

NH

NJ

RI

VT

Alabama

Arkansas

Connecticut

Delaware

Florida

Georgia

Illinois Indiana

Iowa

KansasKentucky

Louisiana

Maine

Maryland

Massachusetts

Michigan

Minnesota

Mississippi

Missouri

Nebraska

New Hampshire

New Jersey

New York

North Carolina

Ohio

Oklahoma

Pennsylvania

Rhode Island

South Carolina

Tennessee

Texas

Vermont

Virginia

West Virginia

Wisconsin

Manitoba

Ontario

Quebec

New Brunswick

ALA

ARK

FLA

GA

ILL IND

IOWA

KANKY

LA

Maine

MICH

MINN

MISS

MO

NEB

NC

OHIO

OKLA

PA

SC

TENN

VA

WISC

NB

79


Texas

New York

West Virginia

Manitoba Ontario Quebec

Most states and provinces are fingerspelled. Fingerspell the stateor province name the way it isshown in capital letters on the map.Practice fingerspelling the name ofyour state/province quickly!

➥➥ Accent Steps

80


Classroom Exercise D1 Dialogue. Work with a partner to translate each sentence into ASL. When done, practice signing the

dialogues.

2 Where? Based on the illustration, where would you see or do each activity? Respond in complete ASL sentences, following the example.

Homework Exercise

A Where do you live? Does your state or province have a sign or is it fingerspelled? Practice fingerspellingor signing the names of three or four states or provinces located near you.

B Sign a presentation about yourself to your classmates. Include background information, places you’velived and would like to visit, as well as places you don’t want to visit. Using the vocabulary you’velearned so far, sign as much information as you can about yourself. Practice and make sure your signing is confident and smooth.

C Write assignment A or B in ASL gloss.

1

A

Student A. I was born in Alaska.

Student B. Oh yeah? I’m from Texas.

Student A. Do you like Texas?

Student B. Yes, I do.

Student A. I see. I want to visit Texas.

B

Student A. I moved here from Florida.

Student B. Why did you move here?

Student A. I want to go to school here.

Student B. Oh, I see. Do you like it here?

Student A. Yes, I do!

1 2 3A

3B

4

5 6 7 8

81


Names of Cities & Towns

You learned that some place names are fingerspelled while others have signs. Some names of cities have signs,but the majority are fingerspelled or abbreviated. Generally, city name signs are recognized across the country ifa large Deaf community is located there. As an ASL student, rely on your local Deaf community and your ASLteacher to show you the signs for towns and cities around you.

Dialogue TranslationKelly: I’m from Fremont. It’s

signed like this.

Marc: Oh, I see. Where is

Fremont?

Kelly: It’s in California, near

San Francisco.

Because many city names beginwith the same letter, fingerspellthe entire name before using anabbreviation unless talking abouta large, well-known city. Do thiswhen signing with someone notfrom your area. For example, theletter D has at least four different meaningsdepending on where it’s used: Denver (CO),Delavan (WI), Durham (NC), Danville (KY).

➥➥ Accent Steps

Seattle

Portland

Boise

SaltLakeCity

PhoenixAlbuquerque

Denver

SiouxFalls

Minneapolis

VancouverCalgary

Toronto

Montreal

KansasCity

Dallas

Houston

Chicago

Detroit

Cincinnati

Philadelphia

New YorkCity

Boston

St. Louis

NewOrleans

Miami

Atlanta

Charleston

Washington,D.C.

SanFrancisco

LosAngeles

SanDiego

Where is that? Watch Kelly and Marc sign on your Student DVD.

FYI A city’s name sign isusually known everywhere if ithosts a major-league sports franchise like the NBA or NFL.

82


Vocabulary

Atlanta Boston Chicago City, town Houston Los Angeles

New Orleans Philadelphia Salt Lake City San Francisco Seattle Washington, DC

Well-Known City Signs

1 How far away is that? Sign the name of your hometown and state in a complete sentence. Explainwhether the following cities are near or far from you.

2 Where is . . .? Ask a partnerwhere a city is located. Yourpartner will respond and usethat way to point towards the location. Switch roles and repeat the exercise whendone. An example is provided.

Classroom Exercise E

1. Seattle, Washington

2. New York City, New York

3. Atlanta, Georgia

4. Los Angeles, California

1. Houston

2. Philadelphia

3. Chicago

4.. San Francisco

5. Denver

6. Boston

Utah

District of Columbia

Colorado

Louisiana

California

Pennsylvania

Massachusetts

New York

Illinois

Texas

Possible Locations

5. Chicago, Illinois

6. Phoenix, Arizona

7. Miami, Florida

8. Sioux Falls, South Dakota

9. Honolulu, Hawaii

10. Denver, Colorado

FYI Usethe sign New York

for both the cityand state.

Where is Miami? It’s in Florida.

City

83


1 Geography. Ask if your partner lives far from or close to a location below. Your partner will respond ina complete sentence. Switch roles and repeat the exercise when done.

Classroom Exercise F

1. Los Angeles 2. Washington, D.C. 4. Mexico3. Canada 5. Alaska

2 Conversation. Ask your partner the followingquestions in ASL. Your partner will respondaccording to the information in bold. Switchroles and repeat.

1. Where do you live? ( ? )

2. Are you from Illinois? (No, I’m from ?.)

3. Where do you want to live? ( ? )

4. Is your city named San Diego?

(No, I live in ?.)

5. Did you move here? (Yes, I moved

here from ?.)

6. Do you like living here ( ? )

6. ?

Do you live near New York City?

Vocabulary

To be farTo be close to, near

Distance

That way is related to deixis. It is used to provide the general direction of an object or location.Emphasize distance by opening your eyeswide while pointing or using the sign far.

➥➥ Accent Steps

?Did you know?Wave your hands in the air instead ofclapping them!

That way, over there

84


Name Signs

Do you have a name sign or know someone who does? A frequent question is “What’s the sign for myname?” Name signs are highly valued in Deaf culture. Having one shows you are accepted by the Deaf com-munity because you made the effort to learn Deaf culture and ASL. You may be given a name sign afteryou’ve made Deaf friends. There is no sign-for-name match, so two people with the same name will oftenhave different name signs. This is because ASL name signs are a combination of the person’s name (usuallythe first initial) and a location on the head, torso, or hands where the sign will be made. This type of namesign is called arbitrary. Some people with short or easily fingerspelled names will spell their name signs.Another type is a descriptive name sign, which shows a physical or behavioral trait the individual is knownfor. The sign for Mickey Mouse is seen below and is a descriptive name sign. It is impolite for a hearing ASLstudent to create a name sign instead of having one given by a Deaf person. You’ll need to socialize withDeaf people if you want a name sign.

Deaf Culture

Any name thatbegins with “D”

Any name thatbegins with “S”“Buck teeth”Mickey Mouse

NOTE

Hometown. Ask a partner each question. When done, switch roles and repeat the exercise.

Examples of

name signs.

Which aredescriptiveand arbitrary?

Classroom Exercise G

1

2

85


Classroom Exercise H1 Using yes & no. Ask a partner if he or she lives near the location you’ve chosen. Your partner will

respond using yes or no, following the example.

2 Where we live. Create a dialoguewith a partner that includes theinformation to the right. Do notlimit your dialogue to the questionsbut use your creativity as well.

Homework Exercise

A Interview a friend of yours and practice signingwhere he or she was born, is from, and now lives.Did he or she move here? From where? Sign yourintroduction in complete sentences.

B Use the web to research interesting places acrossthe United States and Canada, selecting at leastfive you would like to visit. Prepare to explain theselections to your classmates, including the nameof the place, its location (city, state/province,country), and a reason why you want to visit.


2

Do you live near thebeach?

Yes, I do. I live inFlorida. The beachisn’t far away.

1 2 3 4 5 6

1. ______ lives in a state near the ocean.

2. ______ lives in a state far from the ocean.

3. ______ moved to ______ from ______.

4. ______ wants to live in ______ because______.

5. ______ doesn’t want to live in ______ because______.

Most Deaf adults live in larger citiesacross the United States. Jobs, socialopportunities, Deaf-interest agencies,schools for the Deaf, and interpreters aremore plentiful in metropolitan areas thanin isolated rural areas. The metro regionof Rochester in New York state features the world’s highest per capita population of Deaf people. Are there many Deaf people in your area? Why or why not?

Deaf Culture Minute

86


Focus: Is sign language

George Veditz’s statement about sign language is as true now in the 21st century as it was in 1913. Many different sign languages are used by millions of Deaf people around the world. There is no universal sign language used by the deaf. When deaf people who use different sign languages come together, communica-tion barriers rarely exist after an initial adjustment period. At large international gatherings of deaf people,such as the World Congress of the Deaf, an artificial means of communication called Gestuno is used.Gestuno is not a real language and relies more on basic visual concepts and gestures similar to Esperanto,the spoken hybrid comprised of words from differentlanguages like English, Spanish, and French. While ASLis not a universal sign language, many Deaf peoplefrom countries beyond the United States and Canadaknow and use ASL as a second, third, or even fourthlanguage after coming to the USA for educational purposes. Many return to their native countries aftercompleting their education, bringing ASL with them.Like English, ASL is becoming an international language, but it is far from being universal.

Where there are deaf people, there is sign language. — George Veditz, 1913“ ”

American Sign Language alphabet

Courtesy: Simon Carmel, International Hand Alphabet charts.

British Sign Language alphabet

87


universal?

Compare the French and British Sign Languagealphabets. Which alphabet looks familiar?Surprised? You may be surprised to learn thatASL and French Sign Language are closelyrelated while ASL and British Sign Languagehave almost nothing in common!

French Sign Language alphabet

Japanese Sign Language alphabet

Chinese Sign Language

for to walk

French Sign Language for to walk

American Sign Language

for to walk

Courtesy: Simon Carmel, International Hand Alphabet charts.

ASL Up Close

88


The second basic structure of American Sign Language is used when WH-Signs are not needed, and follows a subject-verb-object (SVO) structure. This format is more familiar to English speakers. However, why oftenacts as a “bridge” or “connector” between two separate SVO phrases. When using why this way, raise youreyebrows.

(What? Its Name)

I am not going to school because I’m sick.

Topic(Its name)

Comment (What is it?)

When is the party? / The party is on Saturday.

+

Topic-Comment Structure

American Sign Language uses one of twodifferent grammatical structures depend-ing on what is being signed. The firststructure is called topic-comment and isfollowed when signing with the WH-Signs(see Page 64). In topic-comment languagesthe signer presents information and thenmakes the information either a statementor question by adding a comment. Englishdoes not use topic-comment structureoften so becoming used to ASL grammarcan be a challenge. Keep in mind thatwhile using ASL signs in English wordorder may be easy to do, it is no differentthan speaking in Spanish but followingEnglish word order — you won’t makecomplete sense in either language.

89


Raise your eyebrows to make theQuestion-Maker face when using why toconnect two parts of a sentence.

➥➥ Accent StepsVocabulary Topic & Comment

To comment Topic, title

1 Topic-comment. Select vocabulary from Column A and Column B to make a complete sentence following topic-comment structure.

2 Bridges.Use the why sign to connect each sentence together.

Classroom Exercise I

Column A Column B

who

what

when

where

why

do-do

1. She can’t go to the party / She works.

2. He doesn’t want a test / He didn’t study.

3. We are very scared / Signing is not easy.

4.. Yesterday I was tired / I studied.

5. They are going to school / They are

learning ASL.

6. Today I’m happy / Tomorrow I’m going

to the beach.

Eyebrows and mouth. Practice each facial expression, paying attention to the eyebrows and mouth.

Classroom Exercise J

1 2 3 4 5

6 7 8 9 10

learntestski

studybusydo-do

partyschooltest

ASLnamefrom

weekendtomorrowyesterday

todaydon’t knowdon’t want

90


What’s missing? Sign each sentence by filling in the blank with a WH-Sign. Choose from who, what, when,

where, which, and why.

Classroom Exercise K

1

2

3

4

5

91


Classroom Exercise L

Homework Exercise

A What English words or phrases describe the facial expressions in Classroom Exercise J? On a sheet ofpaper, make a list of possible words and explain why each fits the expressions.

B Write five sentences in ASL gloss format on a sheet of paper to be turned in. Use vocabulary fromUnits 1 – 3 and make sure each sentence has a topic and a comment.

C You’ve been asked to help a friend of yours this coming weekend, but you’re unable to help due to sev-eral reasons. Practice signing why you can’t help, using topic-comment structure and the WH-Signs.Refer to at least five different reasons.

D Write assignment A, B, or C in ASL gloss.

3

1 The topic is what? Review Classroom Exercise K and indicate the topic and comment of each sentence.

2 Word order translation. Change each of the following sentences into topic-comment structure.

3 Sentence creation. First identify each phrase as a topic or comment, and then create a complete sentence using the phrase.

1. I’m happy.

2. Please open the door.

3. Who’s Deaf?

4. Where’s the water fountain?

5. Is the party on Saturday?

6. Who walks home every day?

7. I’m not confused.

8. What are you doing Saturday?

9. Where’s my paper?

10. I sleep on the weekends.

11. Is the restaurant over there?

12. Do you mind handing out the papers?

1. Topic:

Comment:

2. Topic:

Comment:

3. Topic:

Comment:

4. Topic:

Comment:

5. Topic:

Comment:

6. Topic:

Comment:

1 32

92


ASL Up Close

Possessive Signs

Signs for mine, your, his, hers, theirs,

and ours are called possessives. Usepossessive signs to ask and answerquestions, clarify statements, anddevelop conversations on a variety of topics. Possessive signs follow the same rules as deixis to point towards people and things, including eye gaze (see Page 6).

Example

My, mine His, hers, itsYour, yours

Ours

What’s your email address?

TheirsYours (plural)

Whose is it? Practice the possessive signs by signing each sentence.

1. It’s my book.

2. Our teacher is Deaf.

3. No, it’s not his. It’s hers.

4. Your (plural) homework is due today.

5. My email isn’t working.

6. Her teacher is hearing.

7. Is this your DVD?

8. Her friend is named Glen.

9. It’s not mine. It’s yours.

10. ?

Classroom Exercise MDon’t use possessive signs with names. Usingthem instead of deixis results in ungrammati-cal sentences like Mine name Joe or Their

name Ann and Tomas. Remember that deixisconveys the verb to be, not possessive signs.

➥➥ Accent Steps

93


Classroom Exercise N1 Color palette. Identify each color.

2 Ask a partner what is his or her favorite color, then share that information with your classmates. Otherinformation to determine:

1. What is the most popular color? 2. What is the least popular color?

1 2 3 4 5 6

7 8 9 10 11 12

Vocabulary Colors

Color Black BrownBlue Gray Green

Orange Purple RedPink White Yellow

94


Classroom Exercise O1 Getting to know you. Ask a partner the following

questions. When done, switch roles and repeat.

1. I don’t like the color bright blue. Do you?

2. Who is your favorite singer / musician?

3. Who is your favorite actor?

4. What color is your car?

5. What do you do on the weekends?

2 Love-it. Sign the following sentences and use love-it

for the bolded terms .

1. I like going to the movies on the weekends.

2. I love your car!

3. They really like going to Mexican restaurants.

4. She loved the movie but I didn’t like it.

5. What do you like?

Vocabulary Favorites

To act, show Actor DarkCar, to drive

Light Musician, singer To watchTelevision

To emphasizethe depth orbrightness of acolor, swing thehand formingthe color awayfrom you.

➥➥ Accent Steps

Use love-it whensigning about anon-romantic“love” for things orpeople. Love-it isoften used insteadof “like a lot” orsimilar phrases.

EXPRESSIONCO

RN

ER

Love-it

Bright blue

95


Classroom Exercise P1 True or false? Sign each statement to a partner who will correct the information as shown.

1. His favorite color is light blue. (No, his favorite color is bright green.)

2. Your last name is Smith. (No, my last name is _____.)

3. They aren’t listening to music. (Yes, they are listening to music.)

4. We’re going to the movies on Saturday. (No, we’re going to a restaurant on Sunday.)

5. They aren’t actors. (Yes, they are actors.)

2 More conversation. Come up with five different questions to ask your partner. When done, switchroles and repeat the exercise.

I Want to Know . . .

How do I sign “and” and “or”?

Since the word or implies a choice, ASL uses which to show options.

The word “and” is used differently in ASL than English. Generally, ASL does not use a specific sign because“and” is implied by a slight pause, head nod, and change of eye gaze.

Does he want a blue or black pen?

I need this one and that one.

96


Classroom Exercise QFaces can say a thousand words. Practice each facial expression, focusing on the eyebrows and mouth.

1 2 3 4 5

Vocabulary Email

At (symbol)

To listen

Dot, period

Music, to sing

Internet

Web page

Email, email address

Page

To sign web page do not sign www + page, just sign www.

➥➥ Accent Steps

97


Classroom Exercise REmail & internet addresses. How would you sign each internet address? Follow the example shown below.

?Did you know?One of the pioneers of the internet and World Wide Web, Vinton Cerf, is hard of hearing. A prominent fig-ure in the internet world, he serves on the board of ICANN, the regulating body of the internet. He alsoserves on the Board of Trustees at Gallaudet University in Washington, D.C. Long interested in communi-cation and technology, his work has had a tremendous impact on people around the world, both Deafand hearing. The next time you use the internet, remember the work of Vinton Cerf!

To learn more, visit www.icann.org.

My email address is [email protected]

Homework Exercise

A Do you have an email address? Practice signing and fingerspelling your email address using the signsshown in Vocabulary: Email. If you don’t have an email address, practice signing the URL of yourfavorite web site.

B You want to get to know someone better. Develop three questions using the “and/ or” concepts. Prepareto ask a partner each question.


4

1. [email protected]



4. http://www.nad.org

5. http://www.gallaudet.edu


7. http://www.clerccenter.org



FYI Don’t sign the http:// portion of an address.

98


Refer to your Student Companion to practice the ASL number system.When signing numbers, do not move your hand towards the right or left.

Numbers & Questions I

Dialogue TranslationKelly: I need your address and

telephone number.

Sean: My address is 437 Park

Blvd., and my telephone

number is 555-9226.

99


Eyes on ASL #7 Numbers 1 – 5 always

face you except when

signing addresses and

telephone numbers.

When counting in ASL, twist your hand towards you for numbers 1 – 5.

Classroom Exercise S1 I live on... How many students live on a:

2 Addresses. Sign a complete sentence using the addresses below.

3 Dialogue. Work with a partner to develop a dialogue using one or more of the dialogue prompts. Eachdialogue should incorporate addresses and telephone numbers. Use fictitious numbers as needed.

Don’t confuse the signs to live andaddress. They are easilymistaken because theylook very similar, butthe movement of eachsign is different.

➥➥ Accent Steps

• Court / Cul-de-sac

• Avenue

• Boulevard

• Street

• Drive

• Lane

• Road

• Parkway

• Circle

• ?

1. 6225 Jarvis Avenue

2. 34 Brookvale Circle

3. 576 Lewelling Blvd.

4. 901 Phoenix Way

5. 3307 Third Ave. North

6. 4588 Peralta

7. 7422 Niles Blvd.

8. 3000 Evergreen

9. 39217 Estudillo

10. 1120 Hollenbeck Lane

11. 465 Oak Park Blvd.

12. 100 Tesla Road

1. where do you work?

2. favorite restaurants

3. home address / telephone number

4. plans to meet at a movie theater

5. going to a party

6. asking for help

Vocabulary Addresses & Telephones

Street (general) Telephone

Live Address

NumberAddress

Always Fingerspell

Avenue (ave)

Boulevard (blvd)

Court (court, ct)

Drive (drive, dr)

Road (road, rd)

Street (street, st)

When signing about an unnamed street, route, path or road, use the general street sign. If the word “street” is part of the name, such as Street of Dreams, then fingerspell street.

100


Classroom Exercise T

1

4

2

5

3

6

Vocabulary Addresses & Telephones

New To be old Video phonePager

1 What’s the number? Match the name or telephone number to theinformation fingerspelled by your teacher or partner.

2 Updating addresses. A friend of yours is updating information and needs your assistance. In completesentences explain the information found on each card. Switch roles and repeat when done.

FYI Don’t forget to pause brieflybetween the first andlast sets of a telephonenumber. Pause ratherthan making a dash!

Fingerspell: TTY

375 DIRECTORY

CAPUTO, Anthony . . . . . .555-4667CAPUTO, Frank . . . . . . . .555-9873CARDENA, Rafael . . . . . .555-8614CARDENAS, Ramon . . . .555-8654CHANG, Min Li . . . . . . . .555-0396

CHANG, Ming Li . . . . . . .555-0215CHRISTIE, Robert . . . . . .555-9807CHRISTO, Rolf . . . . . . . .555-7546COHEN, Andrea . . . . . . .555-4089COHN, Andrew . . . . . . . .555-2390

Jeff Michaels

29222 Sunrise Avenue

San Diego, California

(619) 555-2000

Email [email protected]

Lori Brace

181 Lamp Road

Calgary, Alberta

Canada

Olivia ??

Seattle, Washington

(206) 555-3444 old

(206) 555-5040 new

work (206) 555-9239

Dan Olman

7 Pine Blvd

Madison, Wisc. old

new 16 Front Ave.

Atlanta, GA

Kelly Trask

3877 Pierce Avenue

New York City

(212) 555-8322 videophone

Pager KellyT

Marti Housen

44 Caswell Blvd.

Louisville, Kentucky

Pager [email protected]

(502) 555-3876 TTY

101


?Did you know?While you use a telephone to reach friends and family, a Deafperson uses a videophone! Videophones allow two Deaf peopleto converse in ASL as naturally as having a conversation in per-son. Just like there are different types of telephones to choosefrom, Deaf people select the videophone that has the featuresthey want. In addition to the videophone, users need a monitorand high-speed internet connection to make calls. Deaf peoplecan call hearing friends by using the videophone to connect to an interpreter who voices what the Deaf caller signs, and signing what the hearing person speaks. Not all Deaf people have videophones. Some prefer to use a TTY, a devicesimilar to a keyboard. A caller types messages into the TTY and the person on the other end reads the mes-sage on a built-in screen. Which way of making calls would you prefer?

Classroom Exercise UUsing addresses.Use the illustration below to help you answer the following questions in complete ASL sentences.

1. Where is the

Mexican restaurant?

2. What is Scott’s

address?

3. Who does Scott live

near?

4. On what street is the

school?

5. Where’s the party?

6. Does Lisa live close

to or far from

school?

7. Is Paul’s home close

to the restaurant?

8. What’s near the

school?

9. Who does Marti live

near?

10. What is Marti’s

address?

Courtesy Sorenson Communications

102


Conversation. Ask a classmate each of the following questions, who will respond in a complete sentence.

Classroom Exercise V

Homework Exercise

A Use your local telephone book to find relay service numbers. Does your state use a 1-800 number? 711?Do you have Spanish - English relay options? Write down a list of relay numbers you find.

B Create a fictitious individual’s contact information, including a home address, a minimum of two telephone numbers, and pager and email address. Prepare to sign the information in ASL using pauses,eye gaze, correct number format, and ASL structure in a smooth presentation.

C Write assignment B in ASL gloss.

5

1

2

3

4

103


See your Student Companion for more practice with ASL numbers.

Numbers & Questions II

Dialogue TranslationKelly: Is it your birthday this month?

Sean: No, my birthday is in April.

Kelly: Oh, I see. Which day?

Sean: April 10. When’s your birthday?.

Vocabulary Birthday Variations

Birthday (1) Birthday (3)Birthday (2)

Remember to use thesign variation preferredby your local DeafCommunity.

104


1 Birthdays. Do you share your birth date with anybody else in your ASL class? Find out who:

1. Was born in January 4. Was born in April

2. Was born in August 5. Was born in June

3. Was born in November 6. Whose birthday is this month

2 Dates. Develop speed and accuracy switching between fingerspelling and numbers. For additional practice, repeat the exercise by alternating each date with a partner.

1. May 10 6. February 9 11. November 8 16. March 2

2. April 3 7. October 31 12. January 23 17. August 18

3. July 22 8. June 15 13. April 13 18. December 5

4. December 7 9. August 29 14. September 17 19. June 27

5. September 25 10. March 2 15. May 19 20. July 4

Classroom Exercise W

Vocabulary Months of the Year

The months of the year are fingerspelled using their abbreviation or the full word for the month.

Jan

July

Nov

April

The months using abbreviations are:

January — Jan

February — Feb

August — Aug

September — Sept

October — Oct

November — Nov

December — Dec

The months that are fingerspelled are:

March

April

May

June

July

105


Vocabulary Seasons

To celebrate Depends Fall How many Month

Season Spring Summer Winter Year

Classroom Exercise X1 The seasons. Ask a partner to provide the correct season that corresponds to each month, as seen in

the example.

1. November 4. December 7. March 10. April

2. May 5. February 8. August 11. July

3. January 6. June 9. October 12. September

2 Conversation. Ask a classmate each question. Use topic-comment structure as needed. Switch rolesand repeat.

1. How many months are there in a year? 5. Which season and month is your birthday in?

2. Which season is your favorite? 6. What season are we in now?

3. Which months are in the spring season? 7. Which months are in the winter season?

4. What are your three favorite months? 8. Which months do you go to school?

106


Vocabulary Major Holidays

Christmas Easter Halloween

Passover

Hanukkah Independence Day

Memorial Day

Kwanzaa

ThanksgivingSt. Patrick’s Day Valentine’s Day

New Year’s

Fingerspelled holidaysinclude:EidLabor + Day

Martin Luther King, Jr. Day (MLK + Day)

RamadanVeterans + Day

107


Classroom Exercise Y1 Holidays. When is each holiday celebrated? Sign depends for those holidays not occurring on fixed

dates. Raise your eyebrows during the when sign. An example is provided.

1. Kwanzaa (December) 6. Hanukkah (depends) 10. Christmas (December)

2. Easter (depends) 7. Independence Day (July) 11. Passover (depends)

3. Ramadan (depends) 8. St. Patrick’s Day (March) 12. Memorial Day (May)

4. Valentine’s Day (February) 9. Martin Luther King, Jr.

5. New Year’s (January) (January)

2 Dialogue. Work with a partner to develop a dialogue using one or more of the prompts:

1. favorite holiday 4. birthday plans / dates

2. least favorite holiday 5. meaning of particular holidays

3. seasonal activities 6. who celebrates which holidays?

3 Holidays and activities. State when each activity takes place, based on the illustration.

1 2 3 4 5

6 7 8 9 10

108


Homework Exercise

A Explain in ASL a specific activity you do during each of the four seasons. What do you enjoy doing inwinter, spring, summer, and fall? Practice your presentation.

B Practice signing today’s full date. Refer to your Student Companion for practice exercises. Can yousign the following dates quickly and clearly?

1. November 7, 1984 3. August 15, 1659 5. September 23, 1902

2. April 21, 1970 4. July 4, 1776 6. February 18, 2008

C What’s one of your favorite holidays? Prepare to explain to your classmates in ASL about a holiday or celebration you enjoy. What is its name, when is it, and what do you do? If you do not celebrate holidays, prepare to sign about an activity your family does together.

D Memorize and sign the paragraph below.

E Write assignments A, B, C, or D in ASL gloss.

6

109


Talking About the Weather

Translation

Today’s weather is cool with a bit of

rain, with tomorrow’s weather being

warm and sunny.

Classroom Exercise ZWeather. Do the following with a partner:

1. Create a dialogue incorporating weather signs.

2. Discuss activities that can be done inside and outside,

depending on the weather.

The sign inside is a literal sign thatmeans to be inside of. Avoid using thesign inside for in December or in the

future. You will learn more about howsuch concepts are signed in later units.

➥➥ Accent Steps

Vocabulary The Basics

Inside Outside Weather (1) Weather (2)

110


Vocabulary Weather

To be cloudy To be cold To be hot To rainTo be cool

To be sunnyTo snow Waves To be windyTo be warm

Classroom Exercise AA1 Today’s weather. Based on the illustrations below,

describe the weather in a complete sentence.2 Emphasis. What kind of facial

expression would you add to the correct weather-related sign?

1. freezing cold

2. raining cats and dogs

3. very hot / sweltering

4. terrible windstorm

5. fluffy clouds

6. pouring

1 2 3

4 5 6

Only a facial expression distinguishes cold from winter.Beware of slight differences likerain and snow. What’s the difference?

➥➥ Accent Steps

111


Homework Exercise

A Describe your ideal weather and season. What makes them your favorites? Prepare to explain in ASLto your classmates why you enjoy them.

B Use a newspaper, the television, or the internet to obtain your local forecast for the week. In ASL,explain the types of weather to expect.

C Write Assignment A or B in ASL gloss.

7

Classroom Exercise BB1 Coming back from a walk.Kelly takes a walk rain or shine every day. Based on the illustrations,

explain in complete ASL sentences what she encountered on her walk. Describe as much as you can.

1 2

3 4

2 Travel forecast. You and a friend are making travel plans. What kind of weather can you expect in eachlocation? Select vocabulary from each column to make a complete sentence.

Season / time of year

today summer

tomorrow winter

March December

fall spring

August November

Weather

cold hot

rainy cool

windy sunny

snow snowy

cloudy

Destination

1. Alaska 6. Hawaii

2. Chicago 7. Colorado

3. Texas 8. New York City

4. Seattle 9. North Dakota

5. Montreal 10. Arizona

112


1 Many people are often surprised to learn that Deaf individuals enjoy the same conveniences as hearingpeople do, especially with telephones, pagers, and entertainment options. What, if anything, do youthink Deaf people cannot do?

2 Point & Counterpoint: For several years Deaf Child Area signs have appeared in neighborhoodsacross the United States, brewing controversy. Read both perspectives and then write a responseexplaining which position you support and the reasons why, and why each position may be right.

Journal Activities

Deaf Child Area signs just make sure a

Deaf child who can’t hear a car horn is

safe playing on the street. The signs

are what’s best for a Deaf child and the

public safety because a Deaf child

can’t hear potential danger and is more

likely to be involved in an accident.

Drivers are used to seeing signs alert-

ing them to potential dangers, such as

icy roads and animal crossing signs, so

they remind drivers to slow down and

drive with care.

Point

Deaf Child Area signs don’t really

ensure the safety of any child playing

on the street, whether Deaf or hearing.

While such signs are often placed with

good intentions, they single out the

Deaf child and make him or her more

needy than hearing children. Signs like

this convey the perception that Deaf

people — children or adults — need

more care and attention simply because

they don’t hear. And realistically, it’s

unlikely such signs encourage bad

drivers to think twice.

Counterpoint

113


A You are going to meet several Deaf people at a party Friday night. What questions can you ask tolearn more about the people you talk with? Make a list of questions and answers and practice signingthem with a partner. Keep the following topics in mind:

1. The city, state, and country where you live or are from2. Asking for / exchanging telephone numbers or email addresses3. Explaining where you live4. Favorite TV shows and movies5. Upcoming holidays 6. The weather

B What is the difference between these non-manual signals? Create five sentences using these non-manual signals correctly.

C Identify and correct any errors in the following sentences. Explain to a partner or friend why theerrors are wrong and how to fix them.

Unit 3 Review

1

2

114


Unit 3 Review

D Sign an example of each skill. Can you:

1. Ask for and provide addresses?2. Use number signs correctly?3. Use possessive signs and deixis correctly?4. Use WH-Signs when needed?5. Show the difference between topic-comment structure and SVO-structure?6. Conduct a conversation in ASL?7. Use eye gaze, pauses, and sign order correctly?

3

4

5

115


Review Exercise A

Units 1 – 3 Review

1 Sentence creation. Complete each sentence in Column A using vocabulary from Column B and/or othersigns you already know.

2 Sign each of the following sentences in ASL.

1. Do you mind opening the door?

2. What’s your telephone number and email address?

3. Do you enjoy listening to music? Can you sing?

4. What’s our ASL homework? Is it due Thursday or Friday?

5. They moved here from Washington, D.C.

6. What’s the weather today? Is it cool or cold outside?

7. My favorite holiday is Thanksgiving. What’s yours?

8. Don’t ask him! He doesn’t know.

9. Did you see the test yesterday?

10. What are you doing this weekend? I want to have fun.

3 Sign an example of each concept in a complete sentence.

1. WH-Face

2. Question-Maker

3. Head nod

4. Head shake

5. directionality

6. eye gaze

7. topic-comment structure

8. subject-verb-object structure

Column A

1. Yesterday, we...

2. Today, you...

3. On the weekend, they...

4. Thursday, I...

5. Monday, s/he...

6. Tomorrow, they...

7. Sunday, you (plural)...

8. Today, I...

9. Tomorrow, their...

10. Yesterday, my...

Column B

Ski Don’t like Want

Want Enjoy Due

Don’t want School Need

Love-it Sick Help me

School Like Ask me

Work Absent Mexico

Rollerblade Snow Valentine’s Day

Vacation Weather Cold

Study Go Hot

Party Homework Visit

Friend Not, don’t Read

116


Review Exercise B

What’s happening? Describe as many details as you can based on each illustration. Use your imagination to helpyou explain the scenes in complete ASL sentences.

1 2 3 4

5 6 7 8

9 10

ASL

TIPS

• Confused when watching ASL? Non-manual signals like facial expressions and eye gaze can reveal alot of information, even if you don’t understand a sign or two. Best bet when you don’t understandsomething: Ask the signer to repeat. Asking a signer to slow down or repeat information is a wisemove!

• Rely on context to understand differences between the past and future. If it’s Monday and someoneis signing about weekend plans, it often refers to the immediate past. Understand the context bylooking for when signs and other details that help you understand the bigger concept (WH-Signs areon page 64).

• Use topic-comment structure to bring up a topic “out of the blue.” When the topic is clear, you canswitch to subject-verb-object structure.

117


Review Exercise C

Possessives. Insert the correct possessive sign in the space provided.

118


Review Exercise D

Weekend recap. Over the weekend you met several new friends. State what you learned about each in completeASL sentences using the information provided.

Review Exercise E

Numbers review. Practice signing each number and number sequence correctly. Refer to Eyes on ASL #7 on Page 99 if necessary.

Mia is Deaf and lives nearyou, at 17 Middlefield Road.She goes to school and worksat a restaurant. On the week-ends she loves to ski withfriends and meet new friends.

Ryan is Deaf and moved herefrom New Jersey because hewants to act on TV. Hisfavorite Deaf actor is PhyllisFrelich. He really likes LosAngeles because of the warmweather and enjoys roller-blading near the ocean.

Carlos is visiting from Florida.He is happy to see his friendshere and enjoys practicing hisASL. He likes to take it easyand watch TV and go to theocean. His email address [email protected] and he wantsyou to visit him in Florida.

Shelly is hearing and is learn-ing ASL. You have to sign slowwith her because she doesn’tunderstand ASL very well. Sheasked me to introduce her andshe was excited to meet Mia.She wants to practice ASL soshe isn’t confused!

1. 3, 5, 7, 9 4. 15, 13, 11, 9, 7 7. 322-9866 10. 9, 3, 0, 6, 10, 142. 2, 4, 6, 8, 10 5. 17 Ridge Road 8. 1, 2, 3, 4, 5, 6 11. 4988 Rose Blvd.3. 555-0762 6. 1221 Mowry Ave. 9. 15, 16, 17, 18, 19 12. 1818 View Lane

ASL

TIPS

• Frustrated by fingerspelling and numbers? When reading somebody else’s fingerspelling, don’t try tospell each word letter by letter in your head. Instead, sound out the word as it’s being spelled. Trythis approach with a long word like encyclopedia and see if it works for you!

• Some ASL students learn fingerspelling by looking at the pattern or shape each letter forms, eventually being able to “predict” letter sequence based on the pattern and conversational context. For example, if you and a friend have been talking about food and fingerspell a word shaped like this, what would you guess was spelled? Here’s a hint: They come in a variety of colors but red is the most popular to eat.

1 2

3 4

unit three getting to know you - pbworksaslone.pbworks.com/w/file/fetch/46528244/maskunit3h.pdf76...

Documents